Students experience a course informed by contemporary industry concepts and practices. (FS 4.1)

Ways to achieve this include:
  • Use industry and professional standards to inform course design and curriculum and make this explicit to students.
    • Input from industry/community partners, industry advisory board, or recent alumni
  • Provide students with course-relevant career and industry learning resources and opportunities.
    • Industry speakers or panels.
    • Industry snapshots in course-related material.

Students are provided with opportunities to engage with international and global perspectives. (FS 4.2)

Ways to achieve this include:
  • Include diverse cultural, international and community perspectives in course design and curriculum 
    • Diverse examples are provided to illustrate curriculum.
    • Events and ideas are interrogated from differing economic, social or cultural perspectives.
  • Leverage digital technologies to provide students with global learning opportunities and access to diverse knowledge networks which reflect international experiences or perspectives/cultures experiences.
  • Provide opportunities for authentic collaboration with or about cultures at global and local levels.

Exemplars

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Enhancing students professional communication skills through client reports

Within a third-year Taxation Planning course, two inter-related assignments was incorporated to develop students professional communication skills. The first assessment item required students to conduct a client interview. Based upon the information derived from the client interviews, students were then required to conduct a secondary assessment item in which they created a business letter of advice for their client.

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Career development in Criminology students

Dr Porter introduces her students to source materials commonly used in critical evaluation, and then processes are used to strengthen their key communication skills. Various online video clips of interviews with industry professionals and stakeholders, and an element of groupwork all add to this endeavour in teaching students how to write for different audiences. The value of work placements and internships, as offered through Griffith careers service, is also discussed.

Further Reading

  1. Plewa, C., Galán-Muros, V., & Davey, T. (2015). Engaging business in curriculum design and delivery: a higher education institution perspectiveHigher Education70(1), 35-53.
  2. Zanko, M., Papadopoulos, T., Taylor, T., Fallshaw, E., & Lawson, R. (2011). Professional learning in the business curriculum: Engaging industry, academics and students. Faculty of Commerce – Papers. University of Wollongong.